11:00 a.m.Establishing priorities in Mathematics programs for prospective elementary school teachers - agreements and differences of opinion emerging from collaborative relationshipsRosamond Welchman*, Brooklyn College, City University of New York
(918-96-963)

8:00 a.m.Supplementary methods for assessing student performance on a standardized test in elementary algebra.Barry M. Cherkas*, Hunter College (City University of New York)
Alvin Baranchik, Hunter College (City University of New York)
(918-98-643)

8:20 a.m.Student Difficulties in Introductory StatisticsMelissa Mellissinos*, San Diego State University
(918-98-1246)

11:20 a.m.Research on Teaching Calculus I: The Role of Writing and Cooperative Group Learning in Developing Conceptual UnderstandingLeslie Aspinwall*, Middle Tennessee State University
L Diane Miller, Middle Tennessee State University
(918-98-574)

11:40 a.m.Findings from a Research-Based Course DevelopmentAlbert D. Otto*, Illinois State University
Cheryl A. Lubinski, Illinois State University
(918-98-683)

2:30 p.m.Relationships among the first variation, the convolution product, and the Fourier-Feynman transformChull Park, Miami University
David Skoug*, University of Nebraska
David Storvick, University of Minnesota
(918-60-195)

2:15 p.m.Minimum energy interpretation of Robin capacity.Peter Duren, University of Michigan
John Pfaltzgraff, University of North Carolina
Robert E. Thurman*, The Geometry Center, University of Minnesota
(918-31-105)

2:30 p.m.Basins of attraction for automorphisms of $\bf C^2$ tangent to Id.Brendan J. Weickert*, University of Michigan
(918-32-215)

2:30 p.m.The Precalculus Reform Project Based at HarvardPhilip Cheifetz*, Nassau Community College
(918-I1-1384)

2:45 p.m.Quantitative reasoning: A new course for the core requirement in mathematics for an associate degreeGary L Britton*, University of Wisconsin Center-Washington County
Neil Stahl, University of Wisconsin Center-Fox Valley
(918-I1-1406)

3:00 p.m.Technology, Hands-on Modeling, Cooperative Learning: Activities for early mathematics experiences in the college classroomRosalie A. Dance*, Georgetown University
(918-I1-1271)